CLOVER CREEK ELEMENTARY - Bethel School...

CLOVER CREEK ELEMENTARY

DATA AND NEEDS ASSESSMENT

The mission of Clover Creek Elementary was created in cooperation with staff, parents and community.Through reading, writing, mathematics, and science, knowing and applying, thinking, integrating andinquiring, and applying in context we will prepare our students for productive lives.

We believe academic success is built on attitudes of respect, responsibility, perseverance, honesty,compassion, self-discipline, and giving, and that those attitudes should be taught and nurtured.

We believe excellence should be expected and nurtured in school and at home, so students will have the skillsnecessary to succeed in a complex and ever-changing world.

SCHOOL'S VISION OR CLEAR AND SHARED PURPOSE

State Assessment ResultsDistrict Assessment ResultsSchool Assessment ResultsSchool Discipline Report by OffenseEthnic ProfileCommunity ProfileSchool Specific ReportsSurveysOther

COLLECTED DATA FOR NEEDS ASSESSMENT PORTFOLIO

SUMMARIZED INFORMATION GAINED FROM THIS PORTFOLIO / DATA REVIEW

Communication Arts:An analysis of the available test data, notably results from the WASL provided by OSPI suggest a continuinginstructional need emphasizing students comprehension of informational text along with analyzing andinterpreting literary text. In the area of writing, data supports an ongoing need to emphaze the traits ofcontent/organization/style of writing.

WASL scores increased 12.4 percentile points in reading (69.7% in 2005 to 82.1% in 2006), whichrepresents a 17% increase in students meeting or exceeding standard.

WASL scores increased 5.7 percentile points in writing ( 46.8% in 2005 to 52.5% in 2006), whichrepresents a 12% increase in students meeting or exceeding standard.

Test scores also suggest a positive trend in the percentage of students passing all three areas assessed by theWASL (36.7% of students in 2006 vs. 31.2% in 2005) and in passing two of the three areas assessed (32.9%of students in 20066 vs. 20.8% in 2005). A positive trend is further indicated by the reduction of studentspassing only one of the three areas assessed (12.7% in 2006 vs. 24.7% in 2005) and reducing the percentageof students passing zero of the three areas tested (17.7% in 2006 vs. 23.4% in 2005).

Math:WASL scores increase 12.2 percentile points in math (44.2% in 2005 to 56.3% in 2006), which representsa 27% increase in students meeting or exceeding standard.

WASL data also supports a positive trend in reducing the percentage of students scoring at level 1 (lowestlevel of students not meeting standard) from 31.2% in 2005 to 16.7% in 2006. Data also supports a

positive trend in the percentage of students scoring at level 4 (exceeding standard) from 14.3% in 2005 to23.1% in 2006.

Test scores show the continuing need to focus instruction on the areas of number sense, measurement,geometric sense, solve problems/reason logically and making connections (all areas below the 4th gradeWASL state average).

School Culture:Learning Communities meet weeklyCoordinated planning timesExtended planning time including 4 half day releases.On going professional development in differentiated and tiered instruction.5th and 6th grade Conflict Manager ProgramHost/Hostess Program to introduce new students to the building and staff.Sixth grade outdoor education program at Cispus, WAStipends awarded based on prioritized list of student needs.Battle of the Books

Technology:Each classroom teacher has at least 1 standards-based computer.Lack of a computer labOne grant classroom is available for other classrooms to utilize.

Section 1 Clover Creek Elementary

DATA AND NEEDS ASSESSMENT

The mission of Clover Creek Elementary was created in cooperation with staff, parents and community.Through reading, writing, mathematics, and science, knowing and applying, thinking, integrating andinquiring, and applying in context we will prepare our students for productive lives.

We believe academic success is built on attitudes of respect, responsibility, perseverance, honesty,compassion, self-discipline, and giving, and that those attitudes should be taught and nurtured.

We believe excellence should be expected and nurtured in school and at home, so students will have the skillsnecessary to succeed in a complex and ever-changing world.

SCHOOL'S VISION OR CLEAR AND SHARED PURPOSE

State Assessment ResultsDistrict Assessment ResultsSchool Assessment ResultsSchool Discipline Report by OffenseEthnic ProfileCommunity ProfileSchool Specific ReportsSurveysOther

COLLECTED DATA FOR NEEDS ASSESSMENT PORTFOLIO

SUMMARIZED INFORMATION GAINED FROM THIS PORTFOLIO / DATA REVIEW

Communication Arts:An analysis of the available test data, notably results from the WASL provided by OSPI suggest a continuinginstructional need emphasizing students comprehension of informational text along with analyzing andinterpreting literary text. In the area of writing, data supports an ongoing need to emphaze the traits ofcontent/organization/style of writing.

WASL scores increased 12.4 percentile points in reading (69.7% in 2005 to 82.1% in 2006), whichrepresents a 17% increase in students meeting or exceeding standard.

WASL scores increased 5.7 percentile points in writing ( 46.8% in 2005 to 52.5% in 2006), whichrepresents a 12% increase in students meeting or exceeding standard.

Test scores also suggest a positive trend in the percentage of students passing all three areas assessed by theWASL (36.7% of students in 2006 vs. 31.2% in 2005) and in passing two of the three areas assessed (32.9%of students in 20066 vs. 20.8% in 2005). A positive trend is further indicated by the reduction of studentspassing only one of the three areas assessed (12.7% in 2006 vs. 24.7% in 2005) and reducing the percentageof students passing zero of the three areas tested (17.7% in 2006 vs. 23.4% in 2005).

Math:WASL scores increase 12.2 percentile points in math (44.2% in 2005 to 56.3% in 2006), which representsa 27% increase in students meeting or exceeding standard.

WASL data also supports a positive trend in reducing the percentage of students scoring at level 1 (lowestlevel of students not meeting standard) from 31.2% in 2005 to 16.7% in 2006. Data also supports apositive trend in the percentage of students scoring at level 4 (exceeding standard) from 14.3% in 2005 to23.1% in 2006.

Test scores show the continuing need to focus instruction on the areas of number sense, measurement,geometric sense, solve problems/reason logically and making connections (all areas below the 4th gradeWASL state average).

School Culture:Learning Communities meet weeklyCoordinated planning timesExtended planning time including 4 half day releases.On going professional development in differentiated and tiered instruction.5th and 6th grade Conflict Manager ProgramHost/Hostess Program to introduce new students to the building and staff.Sixth grade outdoor education program at Cispus, WAStipends awarded based on prioritized list of student needs.Battle of the Books

Technology:Each classroom teacher has at least 1 standards-based computer.Lack of a computer labOne grant classroom is available for other classrooms to utilize.

Section 1 Clover Creek Elementary

COMMUNICATION ARTS

COMMUNICATION ARTS FOCUS

Clover Creek Elementary will increase student achievement by focusing on analyzing and interpretingliterary text, comprehension of informational text, and content, organization, and style of writing. In 2007,4th grade students in all areas will be above the state uniform bar percentage of 64.2. We will increase ouroverall percentage of students meeting or exceeding standards from 82.1% in 2006 to 85% in 2007. We arefully implementing our Houghton Mifflin Communication Arts Curriculum with a focus on TieredInstruction. Tiered Instruction is supported by a video-based technology program that is aligned to statestandards.

GOAL STATEMENT FOR COMMUNICATION ARTS

Phonemic Awareness/Phonics (Pre-2)Reading StrategiesFluencyVocabularyComprehension and Thinking SkillsWriting StrategiesWriting ProcessWriting TraitsInstructional StrategiesAssessment StrategiesOther


MaleFemale

GROUP FOCUS

GENDER

WhiteAfrican American/BlackAsianHispanicNative American

ETHNICITY

ELL/LEP/BilingualSES/DisadvantagedSpecial EducationTitle/LAPAll Students

OTHER

Classroom assessments (CA) are an essential tool for supporting and monitoring student progress towardsstandards. They should align instruction to achieve three important benefits; First, CA embedded within aunit reveals to teachers what individuals and groups of students know, understand, and can do with thematerial they are learning. Ongoing, embedded CA promotes student learning, and CA can help studentsmonitor their own learning. Assessments included in the HM curriculum will be used and shared with districtstaff.

EDThoughts pub. by McRel, 2003, pg. 23-24REFERENCE

SUMMARY STATEMENT

Firm evidence shows that formative assessment is an essential component of classroom work and that itsdevelopment can raise standards of achievement, Mr. Black and Mr. William point out.

Inside the Black Box: Raising Standards Through Classroom Assessment, Black, P and William, D.REFERENCE

SUMMARY STATEMENT

"There is abundant anecdotal evidence that use of Accelerated Reader gets students to read more books, thatscores on standardized tests rise accordingly". (pg.4)

Impact of A. R. on Overall Acad. Achievement and School Attend., The Institute for Acad. Excell.,REFERENCE

SUMMARY STATEMENT

Professional Development:Instructional Coach provides targeted professional development based on learning community and buildinggoals. Step Up to Writing, Differentiated Instruction, and other professional offerings will be available tostaff.

Chart staff hours spent in communication arts professional development classes. All staff will complete theHM Differentiated Instruction.

Learning community members attending classes that are specific to their learning community goals.

Observations and Peer coaching opportunities made available to staff in the area of communication arts.

Monthly Title I /LAP District Meetings

Regional / National Confernces

Align Curriculum, Instruction, and Assessments

Grade levels are using HM Skills and Integrated assessments in the area of phonemic awareness, phonics,fluency, vocabulary, and comprehension to drive instruction. Instructional Coach will provide informationof use of assessments to drive tiered instruction.

Coordination of programs, services, and resources:

D.E.A.R. (Drop Everything And Read) time, with an opportunity for students to retell what they've read toa partner.

RIF-Reading Is Fundamental program that provides federal dollars for purchasing books that students are ableto choose three times a year. The books are free to all students at Clover Creek.

Other supporting literacy activities include; various stipends to support student learning, Family ReadingNights, Accelerated Reader Club, and the year long Accelerated Reader program.

Weekly WASL academy in the 4th grade.

Title I Students identified for Tier II who require Strategic Intervention will receive skill-oriented servicesbased upon individual needs within the different skill component areas. They will be seen only as needed.Title students identified for Tier III who require more Intense Intervention will be seen on a daily basis,being placed in ,Houghton Mifflin Leveled Reader Program or Soar to Success) intervention groups. AllTitle students will be monitored every two weeks and will be reevaluated as to their progress and groupplacement. Parents will be notified of student progress each trimester, and students meeting standard will beexited from the program.

Integration of Instructional TechnologyAccelerated Reader is a school-wide program that promotes reading and assesses comprehension. Studentsare encouraged to read Just Right Books (at their instructional level) and then take an AR Test. AcceleratedReader increases the amount of time students spend reading. Provide a Summer Accelerated Reader Program.

Orchard Math K-6 is a school-wide computer-aided instruction program that provides valuable assessmentsand skill trees that are targeted to the Washington State GLE's. (Grade Level Expectations)

IMPROVEMENT STRATEGY FOR COMMUNICATION ARTS

STUDENT INTERVENTION PLAN FOR COMMUNICATION ARTS

Assessments used with the Houghton Mifflin Curriculum will be used to identify areas of need. Teachers willbe able to regroup for additional instruction.

Planning for extended-school day for students is in progress. The plan will identify and support incomingprimary students for reading instruction.

A. Who is served in Title I?Students in kindergarten through third grade are given an eligibility assessment each year. The score on thatassessment along with a teacher rating will determine which students will be served in the Title I readingprogram. Students who failed to meet exit criteria the previous year will continue to receive services ingrades served. We will also serve any students who qualify for service who are homeless according to the NoChild Left Behind Act. Services for grades 4-6 may be offered during the 2006-2007 school year through anExtended Day/Year program, depending on funding and staffing.

B. How will students be served?Service at K-2nd grade level will be a supplemental part of the building’s Three Tier reading program,supporting the Houghton Mifflin classroom program at tier 2 and 3. Third grade will supplement Tier 2 and3 students with a HM intervention program called Soar to Success.

Kdgn 26 students 120 minutes/week Matrix score below 95 Pull-out model1st Grade 17 students 200 minutes/week Matrix score below 140 Pull-out model2nd Grade 19 students 120 minutes/week Matrix score below 140 Pull-out model3rd Grade 15 students 150 minutes/week Matrix score below 140 Pull-out model

Section 2 Page 1Clover Creek Elementary






MaleFemale

GROUP FOCUS

GENDER


ETHNICITY


OTHER



SUMMARY STATEMENT



SUMMARY STATEMENT



SUMMARY STATEMENT

























MONITORING TEACHING AND STUDENT PROGRESS IN COMMUNICATION ARTS

Evidence of Change inStudent Achievement

Evidence of Change inPractice

Timeline for FrequentMonitoring

Focusing on and teachingdecoding, comprehension andfluency will increase studentscores on assessmentsadministered in 2nd-6th grades.

-Based on data from assessment,additional targeted instruction will beprovided.-Completion of a portfolio matchingthe GLE's with student assignments.

Assessments administered inOctober, February, and June

June 2007

Students will grow in theirunderstandng of phonemicawareness and phonics throughHM curriculum instruction andpractice.

Learning Communities focusingon phonemic awareness andphonics.

Pre and Post

District Kindergarten assessment

Students will be grouped into 3Tier instructions groups forreading success school-wide.

Based on the 5 components ofReading, various assessments will beadministered.Tiered grouping will be implementedschool-wide.

Tier 1-Trimester AssessmentTier 2-Bi-monthly AssessmentTier 3-Weekly Assessment

Students will increase practice offluency, comprehension and wordfeatures using district approvedcurriculum.

Learning community focusing onfluency, comprehension, and*word features.

Pre and Post* Ongoing

2nd grade DRA assessment

Classroom observation ofteaching strategies during drop-invisits by the buildingadministrator

Ongoing

Classroom specific examples ofstrategies and activities gatheredand discussed during book studysessions facilitated by theInstructional Coach.

Ongoing

Through weekly WASL Academyinstruction presented to our 4th gradeclasses, students will increase WASLscores specifically in reading andwriting.

Various certificated staff including butnot exclusive to our buildingadministrator, Instructional Coach,couselor, and 4th grade teachers willprovide WASL structured classes.

November to April

Section 2.1 Page 1Clover Creek Elementary

MATHEMATICS

MATHEMATICS FOCUS

Clover Creek Elementary will increase student achievement in mathematics by focusing on emphasizingimprovements in measurement, geometric sense, probability/statistics, and algebraic sense. Students will alsofocus on problem solving/reasoning logically, communicate understanding, and making connections. All ofthese skills will be reinforced by utilizing the Orchard Math K-6 computer-aided instruction program. In2007, 4th grade students in all areas will be above the state uniform bar percentage of 47.3. We will increase our overall percentageof students meeting or exceeding standards from 52.5% in 2006 to 60% in 2007. Staff are fullyimplementing the Trailblazers and Connected Math Project (CMP) curricula.

State testing results reveal the continuing need to focus instruction on all three strands assessed by the 5thgrade Science WASL - Systems of Science, Inquiry in Science, and Application of Science. Overall, CloverCreek students performed below the district and state averages on the 5th grade Science WASL (24.4%,29.9%, and 35.7% meeting or exceeding standards respectively).

GOAL STATEMENT FOR MATHEMATICS

Number SenseMeasurementGeometric SenseProbability and StatisticsAlgebraic Sense

MATHEMATICS FOCUS

MaleFemale

GROUP FOCUS

GENDER:


ETHNICITY:


OTHER:

Research and professional mathematics organizations endorsed the use of multiple and varied measures ofassessment, such as performance based assessment, teacher observations, interviews, student projects,portfolios, and presentations.

EDThoughts pub. by McRel, 2003, p. 34-5REFERENCE

SUMMARY STATEMENT

Mathematical reasoning and problem solving requires teachers to teach mathematics as the power of thoughtrather than the power of discrete facts.

EDThoughts pub. by McRel, 2003, pg. 12REFERENCE

SUMMARY STATEMENT

REFERENCE

SUMMARY STATEMENT

Professional DevelopmentBuild our common language about mathematics

First Steps Mathematics training for Title 1 and Instructional Coach

Summer Institute Professional Development

Leadership Team training with Sandy Atkins

University of Washington SOARS (Strategic Organization Assistance and Resources for Washington) will beproviding training on 3 LID days for half day with Learning Communities meeting in the other half.

University of Washington SOARS training for Math Team

University of Washington Summer Institute Mathematical Education Project

Book Studies throughout the school year

Align Curriculum, Instruction, and AssessmentsTarget current released WASL items to use as instructional tools

Full commitment and implementation of Math Trailblazers in grades K through 5, and CMP in 6th grade

At least one hour for Math instruction per day in the classroom

Trimester Bethel School District Tests will be administered in K through 6

Orchard Math K-6 computer-aided instruction program targeted to Washington State GLE's.

Coordination of programs, services, and resourcesThe extended day program will serve students in math either before or after school. Summer school will beprovide the summer of 2007. The decision to serve these grades is based on WASL, and eligibility screeningdata for Title 1.

Instructional service will be based on the researched success of small group instruction to meet the needs oflow performing students in the core academic areas. Teachers will use modeled reciprocal teaching strategiescombined with on-going informal assessment to plan and adjust lessons. The extended program teachers willcommunicate with regular classroom teachers for additional needs assessment.

Students will have a pre and post assessment appropriate to the subject being remediated and gains will berecorded based on these scores.

IMPROVEMENT STRATEGY FOR MATHEMATICS

CONCEPTS AND PROCEDURES:

Problem SolvingReasoningCommunicationConnectionsInstructional StrategiesAssessment StrategiesOther

PROCESSES:

STUDENT INTERVENTION PLAN FOR MATHEMATICS

The development of an extended learning plan for Clover Creek students is currently under consideration bythe Clover Creek staff. At this time it appears that third and fourth grade students will be offered an afterschool opportunity to improve their math proficiency, January through March.

Clover Creek Extended Day/Year PlanINSTRUCTIONAL PROGRAM DESCRIPTION

Academic area to be taughtMath for 3rd & 4th gradeReading for 2nd & 3rd grade

The extended day program will serve 3rd and 4th graders in math either before or after school for 24sessions of 1.5 hours each. The decision to serve these grades is based on WASL, ITBS, and eligibilityscreening data.

The extended year summer program will serve entering 2nd & 3rd grade students in reading,. There will be10-3 hour sessions.



Scientifically research-based curriculumOrchard MathHoughton Mifflin ReadingOther supplemental materials as needed

Highly qualified staffAll participating staff is elementary certificated and has classroom experience teaching the subject in whichthey are working and have had specific training in the curriculum being used.

Science - The development of the use of simple classroom experiments and the Science Fair, along withusing the released WASL prompt items will help to encourage an interest and life-long learning of science.


MATHEMATICS FOCUS





MATHEMATICS FOCUS

MaleFemale

GROUP FOCUS

GENDER:


ETHNICITY:


OTHER:



SUMMARY STATEMENT



SUMMARY STATEMENT

REFERENCE

SUMMARY STATEMENT




















PROCESSES:













MONITORING TEACHING AND STUDENT PROGRESS FOR MATHEMATICS




Through student understanding anduse of Q.D.P.A. (Question, Data,Process, Answer) students' abilities touse strategies to problem solve andreason mathematically will increase.

Staff utilizing Q.D.P.A., andother mathematical strategies.

Ongoing student work samples

Student mathematical abilitieswill increase with the second yearimplementation of the 6th gradeCMP curriculum.

Staff planning and coordination oflessons means more proficient use ofcurriculum materials the second yearof adoption.

Trimester testing and LearningCommunties

Students will increase test scores byreceiving instruction targetingWashington Grade Level Expectationsthrough Trailblazers & CMPcurriculum implementation.

Measurement of yearly growththrough math instruction targetingthe EALRS and Bethel SchoolDistrict Trimester Math Tests will beadministered in 1 through 6.

Bethel School District TrimesterMath Tests will be administered in1 through 6.

K pre and post

Completion of portfolio matching theGLE's to specific student work.The administrator will spend time inclassrooms observing and coachingteachers on teaching for proficiency.

June 2007

Monthly checks of lesson plans

Through the use of school-wideOrchard Math, new to Clover Creekin 2006, students will increaseknowledge of math literacy,knowledge, and concepts.

Staff integrating Orchard MathK-6 to support classroom mathinstruction.

Monthly class reports to showstudent progress.

1-Increase # of students passing theScience WASL. 2-Students will increasetheir scientific knowledge andcommunication abiltites throughconsistent use of the 5th Grade ScienceCurriculum.

Unit Test Scores of 70% Three times a year with the 5thgrade Science tests

Through weekly WASLAcademy instruction presentedto our 4th grade classes, studentswill increase WASL scoresspecifically in math.

Various certificated staff including butnot exclusive to our buildingadministrator, Instructional Coach,couselor, and 4th grade teachers willprovide WASL structured classes.

November to April


TECHNOLOGY

COMMUNICATION ARTSClover Creek Elementary will increase student achievement by focusing on analyzing and interpretingliterary text, comprehension of informational text, and content, organization, and style of writing.Teachers will utilize a document camera and projector to model instructional reading strategies and enhanceinstruction with Inspiration and Accelerated Reader.

Document Camera/Projector-According to (Mayer, 2001, p.189), "When both words and pictures arepresented, learners can engage in selecting images, organizing images, and integrating words and images.”Inspiration-Results of this study suggest that students who experienced repeated use of concept-mappingsoftware had a broader and deeper understanding. Osmundson, E., Chung, G. K. W. K., Herl, H. E., & Klein,D. C. D. (1999). Knowledge mapping in the classroom: A tool for examining the development of students'conceptual understandings.Accelerated Reader-In a study published by Renaissance Learning, “besides more positive reading attitudesover the last four years, the percentage of students that AR defines as at risk decreased by 17%, and librarycirculation has doubled. Furthermore, according to the results of Ontario's Education Quality andAccountability Office (EQAO) Assessment of Reading, the percentage of grade three students at or abovethe provincial standard went from 35% in 2001-2002 to 88% in 2004-2005. The percentage of grade sixstudents at or above the provincial standard went from 48% to 65% in just four years.”

With this research, Clover Creek will support Communication Arts with the use of computers as a tool to aidin the learning process. This will be achieved with technology access to all students, and lessons that meetWashington State Technology Standards and ISTE/NETS Student Technology Standards. Clover Creek isimplementing Tiered Instruction which is supported by a video-based (United Streaming (TM) technologyprogram that is aligned to state standards. With the availability of word processing in every classroom, CCEstaff will use computers to supplement writing instruction. CCE Cal Grant Leaders will provide technologytraining that will enhance teachers' ability to address equity issues of student learning with this technology.

MATHEMATICSClover Creek Elementary will increase student achievement in mathematics by focusing instruction on theGLE's related to measurement, geometric sense, probability/statistics, and algebraic sense. Students will alsofocus on problem solving/reasoning logically, communicate understanding, and making connections.Clover Creek teachers will utilize a document camera/projector, Orchard Math K-6 software program, andUnited Streaming ™ content specific video to improve math content knowledge and problem solving.Orchard Software-In 2004, a study published by John Ash showed the effectiveness of Orchard Software.The data indicated that the treatment of the study, the use of Orchard Software, did indeed cause astatistically significant level of difference between the pretest and the posttest of the control group and theexperimental group.Document Camera/Projector-According to (Mayer, 2001, p.189), "When both words and pictures arepresented, learners can engage in selecting images, organizing images, and integrating words and images.”United Streaming-A study of United Streaming ™ video clips with curricula in Virginia showed that there is ahigh probability of student achievement when: * video clips are selected to align with the state-adopted curriculum standards. * the program is used during the time span allocated for instruction related to the standards for which thevideo clips are aligned

With this research, Clover Creek will support Mathematics with the use of computers as a tool to aid in thelearning process. This will be achieved with technology access to all students, and lessons that meetWashington State Technology Standards and ISTE/NETS Student Technology Standards. We are integratingOrchard Math K-6 software into classrooms. The program supports classroom instruction by assessing

students' needs and then assigning them to targeted skill trees that meet Washington State Grade LevelExpectations. (GLE's)

SCIENCENetwork Science Models represent a promising use of technology to meet the science standards throughtelecommunications (Feldman & Nyland, 1994).

IMPORVEMENT STRATEGY FOR TECHNOLOGY


COMMUNICATION ARTSClover Creek Elementary will increase student achievement by focusing on analyzing and interpretingliterary text, comprehension of informational text, and content, organization, and style of writing.Teachers will utilize a document camera and projector to model instructional reading strategies and enhanceinstruction with Inspiration and Accelerated Reader.

Document Camera/Projector-According to (Mayer, 2001, p.189), "When both words and pictures arepresented, learners can engage in selecting images, organizing images, and integrating words and images.”Inspiration-Results of this study suggest that students who experienced repeated use of concept-mappingsoftware had a broader and deeper understanding. Osmundson, E., Chung, G. K. W. K., Herl, H. E., & Klein,D. C. D. (1999). Knowledge mapping in the classroom: A tool for examining the development of students'conceptual understandings.Accelerated Reader-In a study published by Renaissance Learning, “besides more positive reading attitudesover the last four years, the percentage of students that AR defines as at risk decreased by 17%, and librarycirculation has doubled. Furthermore, according to the results of Ontario's Education Quality andAccountability Office (EQAO) Assessment of Reading, the percentage of grade three students at or abovethe provincial standard went from 35% in 2001-2002 to 88% in 2004-2005. The percentage of grade sixstudents at or above the provincial standard went from 48% to 65% in just four years.”

With this research, Clover Creek will support Communication Arts with the use of computers as a tool to aidin the learning process. This will be achieved with technology access to all students, and lessons that meetWashington State Technology Standards and ISTE/NETS Student Technology Standards. Clover Creek isimplementing Tiered Instruction which is supported by a video-based (United Streaming (TM) technologyprogram that is aligned to state standards. With the availability of word processing in every classroom, CCEstaff will use computers to supplement writing instruction. CCE Cal Grant Leaders will provide technologytraining that will enhance teachers' ability to address equity issues of student learning with this technology.

MATHEMATICSClover Creek Elementary will increase student achievement in mathematics by focusing instruction on theGLE's related to measurement, geometric sense, probability/statistics, and algebraic sense. Students will alsofocus on problem solving/reasoning logically, communicate understanding, and making connections.Clover Creek teachers will utilize a document camera/projector, Orchard Math K-6 software program, andUnited Streaming ™ content specific video to improve math content knowledge and problem solving.Orchard Software-In 2004, a study published by John Ash showed the effectiveness of Orchard Software.The data indicated that the treatment of the study, the use of Orchard Software, did indeed cause astatistically significant level of difference between the pretest and the posttest of the control group and theexperimental group.Document Camera/Projector-According to (Mayer, 2001, p.189), "When both words and pictures arepresented, learners can engage in selecting images, organizing images, and integrating words and images.”United Streaming-A study of United Streaming ™ video clips with curricula in Virginia showed that there is ahigh probability of student achievement when: * video clips are selected to align with the state-adopted curriculum standards. * the program is used during the time span allocated for instruction related to the standards for which thevideo clips are aligned

With this research, Clover Creek will support Mathematics with the use of computers as a tool to aid in thelearning process. This will be achieved with technology access to all students, and lessons that meetWashington State Technology Standards and ISTE/NETS Student Technology Standards. We are integratingOrchard Math K-6 software into classrooms. The program supports classroom instruction by assessing

students' needs and then assigning them to targeted skill trees that meet Washington State Grade LevelExpectations. (GLE's)

SCIENCENetwork Science Models represent a promising use of technology to meet the science standards throughtelecommunications (Feldman & Nyland, 1994).

IMPORVEMENT STRATEGY FOR TECHNOLOGY


MONITORING TEACHING AND LEARNING FOR TECHNOLOGY

Increased teacher use of educationaltechnology emphasizing integratingUnitedStreaming to support alldistrict adopted curriculum areas anddiversity resulting in increasedstudent achievment.

Staff development in educationaltechnology training provided by thebuilding ACT Rep and Cal Grantrecipient to meet Bethel, WashingtonState, and ISTE-NETS standards.

Ongoing through monitoring of thenumber of staff participating intechnology classes.Classroom observationsProjects created using technology

Students will use Inspiration orKidspiration program to increaseWASL scores by applying StepUp to Writing strategies in theirwriting.

Teachers will provideopportunities for students to usetechnology to complete writingassignments.

Ongoing teacher evaluation ofstudent work

Students will increase mathcomprehension on various levelsby use of the Orchard Math K-6computerized math program.

K-6 teachers will provideopportunities for students toaccess Orchard Math.

Monthly progress reports toprincipal.

Students will increase mathproblem solving skills andstrategies through greater degreesof student engagement in districtadopted curriculum.

Teachers will modelmathematical strategies with theuse of manipulatives or toolsutilizing the documentcamera/projector.

Ongoing teacher evaluation ofcompleted student work samplesand teacher observation ofon-task behavior.





1-YEAR BUILDING-LEVEL TECHNOLOGY AND LEARNING IMPLEMENTATION PLAN 2006-2007 Name of School: CLOVER CREEK ELEMENTARY Grades: ELEMENTARY School Improvement Goal (taken from your building’s School Improvement Plan): Clover Creek Elementary will increase student achievement in mathematics by focusing instruction on the GLE’s related to measurement, geometric sense, probability/statistics, and algebraic sense. Students will also focus on problem solving/reasoning logically, communicate understanding, and making connections. Student utilization of the Orchard Math K-6 computer-aided instruction program will reinforce all of these skills. In 2007, 4th grade students in all areas will be above the state uniform bar percentage of 65%.

Technology and Learning Strategy: Clover Creek teachers will utilize a document camera/projector, Orchard Math K-6 software program, and United Streaming ™ content specific video to improve math content knowledge and problem solving. Rationale (Research): Orchard Software-In 2004, a study published by John Ash showed the effectiveness of Orchard Software. The data indicated that the use of Orchard Software, did indeed cause a statistically significant level of difference on pre-post test scores between the control group and the experimental group. Document Camera/Projector-Research supports the use of supplementing instruction utilizing visual aids- "when both words and pictures are presented, learners can engage in selecting images, organizing images, and integrating words and images.” according to (Mayer, 2001, p.189). United Streaming-A study of United Streaming ™ video clips with curricula in Virginia showed that there is a high probability of student achievement when: * video clips are selected to align with the state-adopted curriculum standards. * the program is used during the time span allocated for instruction related to the standards for which the video clips are aligned

School Year

Activity

Person(s)

Responsible

Hardware (HW), Software (SW), & Tech Support

(TS) Needs

Professional Development (PD) Needs

Purchase / Budget /

Potential Funding Source(s)

Evaluation Strategies

and/or Tools Teachers will model mathematical strategies with the use of manipulatives utilizing the document camera/projector.

Classroom teacher Document camera and projector.

Ongoing PD provided by Cal Representative in use of document camera and projector.

Cal Representative PD funded by district technology funds. Take advantage of potential district cooperative purchases.

Classroom work samples and district/state assessments.

Teachers will utilize Orchard K-6 Math software program to improve math problem solving skills and strategies.

Classroom teacher Computer and Orchard K-6 Math software, printer

Ongoing PD provided by Cal Representative in use of Orchard software.

Cal Representative PD funded by district technology funds. Orchard Software already purchased by building/Title 1 funds.

Orchard assessment data; student participation, skill trees accessed, success rate.

Year 1: 2006-2007

Teachers will support math instruction with the use of a video-based, content specific program provided by United Streaming.

Classroom teacher Projector, Computer, internet access, United Streaming videos

Ongoing PD provided by Cal Representative in use of United Streaming.

Cal Representative PD funded by district technology funds. District has already paid for subscription to United Streaming ™.

Classroom work samples and district/state assessments, school usage report.

Clo

ver

Cre

ek E

lem

enta

rySe

ctio

n 4

.2 P

age

1

1-YEAR BUILDING-LEVEL TECHNOLOGY AND LEARNING IMPLEMENTATION PLAN 2006-2007 Name of School: CLOVER CREEK ELEMANTARY Grades: ELEMENTARY School Improvement Goal (taken from your building’s School Improvement Plan): Clover Creek Elementary will increase student achievement by focusing on analyzing and interpreting literary text, comprehension of informational text, and content, organization, and style of writing. In 2007, 4th grade students in all areas will be above the state uniform bar percentage of 64.2. We will increase our overall percentage of students meeting or exceeding standards from 82.1% in 2006 to 85% in 2007. We are fully implementing our Houghton Mifflin Communication Arts Curriculum with a focus on Tiered Instruction. A video-based technology program that is aligned to state standards supports tiered instruction. Technology and Learning Strategy: Clover Creek teachers will utilize a document camera and projector to model instructional reading strategies and enhance instruction with Inspiration and Accelerated Reader. Rationale (Research): Document Camera/Projector-According to (Mayer, 2001, p.189), "When both words and pictures are presented, learners can engage in selecting images, organizing images, and integrating words and images.” Inspiration-Results of this study suggest that students who experienced repeated use of concept-mapping software had a broader and deeper understanding. Osmundson, E., Chung, G. K. W. K., Herl, H. E., & Klein, D. C. D. (1999). Knowledge mapping in the classroom: A tool for examining the development of students' conceptual understandings. Accelerated Reader-In a study published by Renaissance Learning, “besides more positive reading attitudes over the last four years, the percentage of students that AR defines as at risk decreased by 17%, and library circulation has doubled. Furthermore, according to the results of Ontario's Education Quality and Accountability Office (EQAO) Assessment of Reading, the percentage of grade three students at or above the provincial standard went from 35% in 2001-2002 to 88% in 2004-2005. The percentage of grade six students at or above the provincial standard went from 48% to 65% in just four years.”

School Year

Activity

Person(s)

Responsible

Hardware (HW), Software (SW), &

Tech Support (TS) Needs

Professional Development (PD) Needs

Purchase / Budget /

Potential Funding Source(s)

Evaluation Strategies

and/or Tools Teacher will model comprehension strategies (i.e. vocabulary, predict/infer, sequence of events, cause & effect, etc) that are imbedded in district-adopted curriculum.

Classroom teacher Document camera and projector.

Ongoing PD provided by Cal Representative in the use of a document camera and projector.

Cal Representative PD funded by district technology funds. Take advantage of potential district cooperative purchases.

Student scores from Houghton Mifflin Theme Tests, building assessments, and state tests.

School-wide use of Accelerated Reader program to increase number of students engaged in text.

School-wide Accelerated Reader software

Not needed. Accelerated Reader software supported financially by school and PTA funds.

Reports generated by program to provide evidence of participation, percentage passed, etc.

Year 1: 2006-2007

Teachers will utilize Inspiration/Kidspiration software to improve students’ organization and style of writing..

Classroom teacher Document camera and projector, and Inspiration/Kidspiration software.

Ongoing PD provided by Cal Representative in the use of the Inspiration/Kidspiration software.

Cal Representative PD funded by district technology funds. Software already purchased by Bethel School District.

Student scores from Houghton Mifflin Theme Tests, student work sample, school-wide writing prompts.

Clo

ver

Cre

ek E

lem

enta

rySe

ctio

n 4

.2 P

age

2

SCHOOL CULTURE

Teachers are focusing lesson plans to link GLE's/standards to individual lessons in Math Trailblazers,Communication Arts and FOSS Science.

Host/Hostess program to introduce new students to the building and staff.

Conflict Manager training (at the 5th and 6th grade levels) to provide instruction on conflict resolutionskills and communication skills.

Our goal is to have Learning Communities work on Action Plans that support our S.I.P. goals - dueNovember 13

Teachers' schedules adjusted to ensure grade level planning and an extended planning time linked with theirlunch.

Four half-days for teacher planning will be scheduled this year to allow an extended time to focus on ourcommunication arts program- increased collaboration.

Learning Communities will be planning together weekly again this year. Our expectations for student successare high.

Weekly leadership team meetings will be held to maintain the focus on student achievement. Staff will beencouraged to participate in developing both our SIP and our extended school day plan.

IMPROVEMENT STRATEGY FOR SCHOOL CULTURE


MONITORING PROGRESS IN IMPROVING SCHOOL CULTURE

Evidence of Change Timeline for Frequent Monitoring

Administrator keeps data reflected on teacherslink of lessons and GLE's and standards.

Weekly observation

-Porfolios due June 2007 in Communication Artsand Mathematics

Number of conflicts mediated by our conflictmanagers.

Weekly

Survey of new students to see assimilation ofschool culture

Ongoing

Learning Communities meet weekly, focusing ongoals, and completing meeting minutes.

Meeting minutes given to and reviewed by buildingadministrator.

Data and Action Report by LearningCommunities during Spring LearningImprovement Day and Future Schools visit inSpring.

Spring

Staff interview during end of year conferencewith building administrator on effectiveness ofLearning Communities.

Spring


PARENT AND COMMUNITY SUPPORT

Site council meetings three times a year.Student, Parent, Teacher conferences will occur two times a year, others as needed. (5th grades discussWASL results, all grades discuss current reading assessments.)

Back to School Night where school expectations are explained.

Reading and/or Math Nights to encourage whole family reading.

Trimester Award Assemblies for students with outstanding growth, outstanding achievement, and attendance.

PTA meetings

WASL Newsletter sent home at first conference.

Monthly school newsletter mailed home.

Inclusion of parents in the development of our Title 1 budget and extended School Day Plan.

Title 1 sponsored "Kindergarten Transition" function.

Inclusion of volunteer parents to serve as counselors at our annual sixth grade outdoor education camp atCispus, WA.

* Request for volunteers

IMPORVEMENT STRATEGY FOR PARENT AND COMMUNITY SUPPORT


MONITORING PROGRESS IN PARENT AND COMMUNITY SUPPORT

Evidence of Change Timeline for Frequent Monitoring

Growing attendance at school events:Awards assemblies, PTA activities/performances,school play, and Family Nights.

Attendance

Parent participation at Camp Cispus Yearly


HIGHLY QUALIFIED STAFF

IMPROVEMENT STRATEGY FOR ENSURING HIGHLY QUALIFIED STAFF

District recruitment and retention activities:Bethel School District actively recruits highly qualified certificated staff members through participation inCareer Fairs, collaboration activities with local universities, and by providing a continuously updated web siteand promotional materials. The district's Diversity Task Force has developed a plan to actively recruit andretain minority candidates. Applicants' qualifications are screened at the district level. A school-basedcommittee interviews possible candidates, allowing a match between the school's needs and candidates.Ongoing professional development opportunities and a mentoring program for new teachers enables Bethelto better retain its staff.

District professional development activities:Professional development within Bethel School District is district-wide and school-based. It is aligned withstate standards including the use of classroom-based assessments of standards. Each school determines itsprofessional development needs through the strategic planning process. A school-based Leadership Teamfacilitates the planning process and the improvement of teaching and learning. The district offers on goingCore Training opportunities to develop common knowledge and skills. An Instructional Coach, located ateach elementary and junior high, provides instruction in literacy and assessment development. A districtteacher on special assignment promotes the development of mathematics and science instruction. Thedistrict has targeted mathematics as an area of needed concentration and improvement, and the district hasafforded mathematics workshops and curriculum to enable improvement of student learning by BethelSchool District teachers.

School specific strategies to attract and retain highly qualified teachers:Clover Creek Elementary is committed to the establishment of Professional Teams to incorporate bestpractices and help with classroom implementation of new practices. Teams are designed to build collegialsupport and assist in learning from each other. In part, retaining highly qualified teachers involves teacherssharing what teachers know with each other. Professional learning communities create the culture in whichwe make the necessary changes to improve student achievement for all students.

I certify that my teachers and paraprofessionals meet the “highly qualified standards” of the No Child LeftBehind Act of 2001 (ESEA).

The actual signature is on file at the district office.Don Garrick, Principal Clover Creek Elementary


CLOVER CREEK ELEMENTARY - Bethel School...

Documents

Transcript of CLOVER CREEK ELEMENTARY - Bethel School...